Christ Church C of E Primary School

Christ Church C of E Primary

Art, Music & Humanities

Humanities at Christchurch

At Christchurch, each year group has their own termly topic which may cover history, geography or both of these subjects. Currently children learn about the wider world, different cultures and about key historical events or periods. Through such learning, the aim is that the children develop an understanding of the significance of their own lives, but also an appreciation of how other people live their lives and how patterns of humanity change over time. We also want the children develop a curiosity to ask questions, to think critically about past and current environments and to encounter particular situations with an inquisitive and analytical approach.

In the summer term, we will be trialing project based learning in humanities. This will focus more on asking big questions linked to our topics followed by an exploration and investigative approach to learning which focuses on using resources and different lines of enquiry to reach a conclusion about our particular question. The aim is that this will enhance children’s curiosity in their class' topic, whilst also exploring the key skills which underpin history and geography - Alex Waite, Humanities Lead

 Art at Christ Church

Art Progression in EYFS





Name the Primary and Secondary colours.

Practice drawing using simple shapes.

Handle and manipulate materials.

Use wax and ink to create a picture.

Experiment mixing Primary colours to make Secondary colours.

Learn the link between drawing shapes and writing.

Experiment by building and destroying.

Create objects and pictures by cutting and gluing.

Develop preferred way of holding brushes to develop control.

Learn to draw with different pressures to create different effects.

Use investigation to create new experiences of sculpture.

Select and cut colours, shapes, textures and images to create a collage.

To know that holding a brush closer to the tip gives them greater control.

Use drawings to tell a story.

Use familiar 3D shapes to create sculptures by cutting, forming and joining them.

Use textiles to complete simple weaving.

Paint shapes, lines and edges.

Learn to shade areas and shapes carefully.

Create simple forms and shapes using pliable materials, e.g. clay, foam or wire.

Create a sensory experience by using different textures and colours.

Know how to clean brushes and water.

Draw things they like.

Use paper mache or thick paint to change the effect of the sculpture.


Blend colours on the paper when the paint is wet.

Draw for pleasure.



Choose the appropriate sized brush for a particular effect.

Use a range of drawing materials and combine them to create effect.



Use a range of painting tools to experiment with mark making.

Create drawings of people by encouraging observation of features and limbs.



Add things to paint to make textures, e.g. sand/rice.





·         Children should engage in conversation about their art by describing what they are doing and how they are using materials.

·         Children should use language to describe art, e.g. prickly texture, cold blue. 


·         Children should recognise and name a variety of art materials.

·         Look at famous art and art from different cultures, times and places.

Art Progression in Year 1





Mix the paint they need and know how much they need on their brush.

Use a variety of drawing tools and identify the similarities and differences between them.

Take inspiration from forms they have seen.

Dye fabrics and use wax resist.

Develop their preferred way of holding their brush.

Develop ability to draw things from simple geometric shapes.

Use a range of materials, e.g. clay, card, wire and natural objects.

Decorate textiles with applique, e.g. beads, sequins or reclaimed materials.

Know how to clean brushes and water between colours.

Draw for pleasure, developing an interest in the world around them.

Cut, form, tear and join materials.

Create a collage for a particular purpose by selecting and cutting colours, shapes, textures and images.

Name and recognise the primary colours.

Try out new ways of making lines and marks to describe different surfaces and textures.

Understand about drying times and holding things in place to set.

Use a range of experimental craft forms, e.g. scratch paint from a surface.

Mix primary colours to create secondary colours.

Explore light and dark and how to create them.

Use tools to carve into materials.

Experiment with painting on fabric.

Blend colours on the paper when paint is wet.

Make different tones.

Use tools to add texture.

Use coloured modelling clay in an experimental way.

Find collections of colours, e.g. brights, neutrals.

Practice shading tones without leaving gaps.

Pinch and roll coils and slabs to create a form.

Create patterns.

Make tints by adding white and tones by adding black.

Blend shading using their finger and rub out rough edges.

Make simple joins.


Use different size brushes to make different effects.

Use two different grades of pencils.



Use colours, textures, shapes and lines imaginatively to show thoughts and feelings.

Observe anatomy in order to draw people.



Paint on 3D surfaces.




Know different types of paint and their properties.




Use different types of painting surfaces and know which is suitable for a particular project.




Add things to paint to create textures.




Paint something you can see.





·         Children should talk about their work and discuss what they feel went well and which areas they want to improve.

·         Children should use key words when describing art, see glossary for Key Stage 1.

·         Children should give advice to others to help them improve their work.

·         Children should observe others working and learn from them.


·         Learn about the work of different artists (see school overview for suggested artists) and art styles.

·          Use language to describe art by including an element with a describing word, e.g. angry colours, soft texture.

Art Progression in Year 2





Know and use different types of paint and painting surfaces.

Drawings are showing greater detail with evidence of greater control.

Design a 3D form.

Dye fabrics and use wax resist.

Identify different paintbrushes and their purposes.

Connect drawing shapes to writing.

Use a range of materials, including clay, card, wire and natural objects.

Decorate textiles with more complexity, using applique, e.g. beads, sequins or reclaimed materials.

Paint neatly with control and without leaving gaps.

Work with a range of drawing media.

Cut, form, tear, join and shape materials.


Collages show ideas and have purpose.

Measure and mix the paint they need.

Know the differences and similarities between medias and select which one is suitable for the task.

Make a simple plan of tasks that need to be done.

Colours, shapes, textures and images are used within collages.

Develop colour mixing in order to make variations in secondary colours and predict the outcomes.

Have opportunities to draw what they like and improve their style using a range of sources.

Join materials using different methods, selecting which is appropriate for the task.

Use creative craft forms, such as stained glass, jewellery, painting on fabric, stained glass.

Experiment with painting on a range of 2D surfaces.

Develop confidence in ways of making lines and marks to describe a range of surfaces and textures.

Have an awareness of natural and man-made forms.

Easily select which material is suitable for the task.

Paint on a 3D surface using suitable paints and tools.

Control drawing media to create dark and light tones.

Shape and form from direct observation using malleable and rigid materials.

Combine materials together and

Use different techniques to create effects, e.g. splattering, stippling, dripping and pouring.

Shade tones with few gaps, neat and to the edges.

Use decorative techniques.

Try out new techniques confidently; understanding it may take time to improve.

Use self-made tools to create lines and shapes.

Effectively blend shading with finger.

Replicate patterns and textures in a 3D form.

Solve creative problems through experimentation with materials.

Use sketchbooks to practice ideas and techniques.

Sketch to make quick records.

Look at the work of other sculptors.



Use three different grades of pencil in their drawing (4B, 8B, HB)




·         Children should support each other, sharing knowledge and skills.

·         Children should have opportunities to observe and discuss their own and other’s work, saying what they like about it and offering help or opinions to make it better.

·         Children should talk about how they could improve their work and record this in their sketchbook. A photo of larger artwork could accompany this.

·         Children should develop a secure use of the key art terms and vocabulary, see glossary for Key Stage 1.

·         Children should explain how and why they made their work, linking to artists if appropriate.


·         Learn about different artists and their styles (see school overview for suggested artists).

·         Look at art for pleasure, discuss which art they like best and justify their choices.

·         Discuss artist’s work using appropriate vocabulary.

·         Ask questions in order to establish facts and form opinions about artists and their work.

·         Learn different ways art can be made.

·         Plan and develop their work over longer periods of time.

Art Progression in Year 3





Paint with increasing control.

Draw for pleasure, e.g. favourite characters, objects.

Design a 3-dimensional model.

Use collage as an art form.


Paint details, lines and edges neatly.

Record experiences, such as trips or a sequence of events.

Plan the process of sculpture.

Cut accurately and mix paper and other materials with different textures and appearances.


Know and use different types of paint.

Draw to describe, copy or imagine how things might have been in the past or in another place or culture.

Develop the plan over time.

Experiment with pattern by cutting, arranging, folding, repeating and overlapping shapes.

Know and use different painting surfaces.

Draw from observation, natural forms, environment, and photographs.

Use materials such as paper, wire, card and objects found in the environment.

Explore a wide range of crafts.

Identify different brushes and understand their purpose.

Use a magnifying glass to observe something close up and draw it on a large scale.

Use clay and modelling materials to a good standard.

Use smaller eyed needles and finer threads when sewing.

Paint without leaving gaps.

Use a range of different media, e.g. felt-tips, crayons, hard and soft pencils, charcoal and chalk.

Shape, form and model malleable ad rigid materials.

Use different sized running stitches to ‘draw’ with and embellish work.

Measure and mix the right amount of paint they need.

Use their sketchbook to explore drawing materials, different papers and textures.

Understand how different adhesives work and which is appropriate for the materials being used.

Try tie-dying , batik.

Mix secondary and tertiary colours to paint with.

Draw on top of photocopies or digital drawings that have been printed.

Understand different methods of construction and have time to experiment with what works best.

Experiment with weaving.

Use colours and textures imaginatively and appropriately.

Identify and draw shapes in nature and the world around them.

Interpret and evaluate works of art.

Identify the different forms printing takes: books, pictures, wallpaper, fabrics

Use different tints and shades of colours to create light and dark areas.

Control the pressure of the drawing implement to create lighter and darker marks.


Create images through monoprinting and /or by an impressed printing process

Learn how to paint with expression.

Overlay colours to create new ones when using crayons or pastels.



Use different materials such as sticks, fabrics, sponges, etc.

Shade areas neatly and without gaps.



Ensure a good standard of finish when painting 3D models.

Draw detail, texture and pattern.



Use sketchbooks to practice and try out ideas and techniques.

Accurately draw people, particularly faces.



Paint from memory, people or places they know.




Paint from observation, natural forms, environment, and photographs.





·         Children should make sensible judgements about their ability in order to improve.

·         Children should talk about how they can improve their work and give advice to others. These thoughts should be captured within their sketchbooks, using the appropriate vocabulary, see glossary for Key Stage 2.

·         Children should understand that art can be difficult and that is normal. They should be patient with themselves and not worry about their work.


·         Look at the work of different artists and be able to say which they like best and why. This should be done using a developing vocabulary. (see school overview for suggested artists).

·         Understand how important it is to take care of brushes and equipment.

·         By studying how other artists’ paint children can apply this to their work.

·         Learn that making mistakes is a vital part of drawing and overcome frustration.

·         Understand that drawing is a process that can be a creative struggle and will need evaluation at the end in order to know how to improve.

 Art Progression in Year 4





Paint areas of colour with awareness of tints and shades.

Drawing using their thoughts and feelings as inspiration.

Design and make models in three dimensions.

Look at various artists’ creations of pattern – discuss the effects and create collages inspired by this.

Apply appropriate amounts of paint to a surface.

Visualise and draw a scene or character from a story they have written.

Model using card, wire, paper and objects found in the environment.

Explore textile based crafts, e.g. embroidery, sewing.

Experiment with paint to create effects, such as wet and dry techniques.

Visualise and draw from memory, e.g. a familiar building.

Use clay or modelling materials.

Start to explore other simple stitches, e.g. backstitch, and cross-stitch.


Use different types of paint and know when it is appropriate to use them.

Describe, copy and imagine other places, cultures and people in both past and present.

Understand how to finish their work to a high standard.

Compare different fabrics.

Discuss the properties of some different paints.

Draw from observation, nature, their environment, still life or photos.

Plan each step of the modelling process.

Produce a weaving or textile picture to represent an idea.

Practice painting neatly without leaving gaps and to the edges.

Alter the viewpoint of the objects they are drawing.

Develop plan over time.

Incorporate objects such as buttons, twigs, dried flowers, twisted or plaited threads into woven pictures.

Control the amount of paint and water they need to use, so they do not paint over the finer details.

Use a variety of media, including pencils (hard and soft), crayons, felt tips, charcoal and chalk.

Use experiences of patterns and textures and apply to own work.

Use relief and impressed printing processes.


Use colours to express purpose, moods and feelings.

Use a variety of materials, e.g. wire, wool, straws, cotton buds, feathers, etc.

Discuss own work and work of other sculptors.

Use sketchbook for recording textures and patterns.

Paint 3D models evenly.

Draw by reducing, e.g. using a rubber to show light and shade.

Analyse and interpret natural and manmade forms of construction.

Interpret environmental and manmade patterns and comment on these.

Experiment with paint techniques in sketchbooks to see what works and what doesn’t.

Draw in layers, where different drawings are layered over each other.

Replicate patterns and textures seen in other cultures in 3-D form, e.g. in a clay tile with impressed designs using tools and by adding clay shapes to the surface.


Make a printing block to produce a desired image, through deliberate selection of materials to create texture, e.g. wallpaper, string, polystyrene, bubble wrap.


Sketchbooks should contain notes and record keeping of experiments.

Show an awareness of composition and that the size and placement of objects on the paper matters.


Modify and adapt print as work progresses.

Paint from observation, natural forms, environment, and photographs.

Begins to draw in three dimensions, becoming aware of how to make objects appear further away.



Use different types of brushes for the correct purpose.

Continues to develop shading without gaps and to the edges.



Understand the role water plays when painting.

When observing still life objects they can identify the geometric shapes they need to draw.



Learn and apply the painting styles of different artists.

Sketchbooks are used for a range of purposes, including pleasure, learning, ideas and expression.





Accurately draw people, including proportion and placement.








·         Children should be able to talk about how they could improve their work.

·         Children should offer advice, confidence and praise to others.

·         Children should use evaluation (both verbal and written) to understand what they need to do to improve and understand that all artists do this as part of the creative process. The appropriate vocabulary should be used during this process, see glossary for Key Stage 2.


·         Look at how other artists’ make art, including different cultures and work from the past and present.

·         Look at art for pleasure and talk about why they like it, using some of the appropriate language.

·         Investigate the drawings of an artist.

·         Understand there are three different types of drawings; graphic, realistic and abstract and identify which suits them best.

 Art Progression in Year 5





Paint with a developing ability to show form, e.g. is able to use shadows and highlights.

Transform familiar objects into new ones.

Design and make in three dimensions.

Use collage as an art form.

Know and care for painting equipment.

Invent new machines, buildings, vehicles, creatures, fashions or products.

Plan and develop ideas over time.

Include both visual and tactile elements in their collage.


Develop skills to paint neatly and carefully, without leaving gaps.

Observe things from nature, the environment and still life or from photos they might have taken.

Use card, wire, paper, found objects, clay or modelling materials.

Develop skills of overlapping and overlaying materials to create effects

Paint in a rougher style when needed.

Draw from their imagination.

Replicate patterns and textures seen in other cultures in 3-D form.

Create pattern for purposes e.g. wallpaper, wrapping paper, clothes, book covers

Control the amount of paint and water used to be able to add finer details.

Use pencils that are hard and soft.

Use coiling techniques to create a form.

Explore crafts such as embroidery, sewing, knitting, weaving, batik and print making.

Sketchbooks should show investigative and experimental painting to try out techniques.

Use a variety of other drawing tools, e.g. crayons, felt tips, charcoal and chalk and inks.

Make impressed designs using tools and by adding clay shapes to a surface.

Use textile and sewing skills as part of a project

Paint 3D models with consideration of the undercoats needed for the surface they are painting on.

Draw using a range of materials, e.g. wire, wool, straws, cotton buds, feathers, etc.

Shape, form, model and join materials.

Use stitches such as, running stitch, cross stitch, backstitch, appliqué , tying threads, pulling threads.

Uses paint to express thoughts and feelings.

Develop mark-making skills by working on different surfaces, experimenting independently.

Use the work of other sculptors as a source of inspiration.

Develop pattern and texture with stitches.

Uses paint to decorate and improve their work.

Create drawings from simple 2D shapes.

Sculpt from observation and imagination.

Select and use materials to suit purpose.

Paint from observation of natural forms, environment, photos etc.

Draw three dimensions, such as cylinders and cubes.


Look at artists using textiles.

Knows colours that compliment each other.

Shade basic shapes neatly and evenly.


Print using found materials.

Mix secondary and tertiary colours, controlling the amount they make to suit its purpose.

Shade from light to dark smoothly.


Design repeat prints for fabrics, wallpaper and gift-wrap.

Knows and uses the correct brushes for the painting they are doing.

Use sketchbooks for pleasure, learning, ideas and expression.


Experiment with overlapping colour prints using contrasting colours.

Know different types of paint and when to use them.

Control the amount of pressure used to create light and dark shades.


Add draw or decorative details to prints.

Know the difference between poster paint, powder paint and watercolour or acrylic.

Understand how to blend chalks and charcoals.



Control the amount of water used to reduce hue, blend and improve the translucency.

Overlay colours using pastels and crayons.




Learn how drawing is used in art. (graphic, realistic, technical, illustrations, abstract, cultural, animation and digital)




Look at the effect of light on objects and people from different directions.




Produce accurate drawings of people




·         Children should take careful and considerate judgements about their own and others work, without comparing their work to others.

·         Children should understand what is needed to improve their work and record this in their sketchbooks.

·         Children should use evaluation (both verbal and written) to understand what they need to do to improve and understand that all artists do this as part of the creative process.

·         Children should understand the creative process can be uncertain, but they need to be resilient.


·         Build on and apply their knowledge of how other artists’ make art. (See school overview for suggested artists).

·         Look at the work of other people and cultures, past and present.

·         Select preferences form other artists’ work and apply these techniques to own work.

·         Develop oral skills when talking about art, using some formal language of art, see glossary for Key Stage 2.

Art Progression in Year 6





Paint should show ability to create 3D form, depth and distance.

Draw from memory; successes, failures and triumphs.

Design and make in three dimensions.

Create collages on an imaginative or historical theme (e.g. to interpret stories, events in the past, music and poems)

Change painting style to suit the purpose, from neat without gaps to loose and carefree.

Draw the future; aspirations, fears, hopes and dreams.

Plan and develop ideas over time.


Use techniques such as cutting, tearing, weaving, coiling and layering.


Control the amount of paint and water they use to avoid covering under drawings or fine details.

Draw objects they like from nature, the environment, still life or photos they have taken.

Use card, wire, paper, found objects, clay or modelling materials.

Experiment with contrasting textures, colours or patterns. (rough/smooth, light/dark, plain/patterned)

Mix colours with care to show feelings and ideas.

Draw for pleasure, to solve design problems, to invent, create or imagine.

Work in a safe, organised way, caring for equipment.


  Embellish materials with drawing and paint (to add detail and texture)

Confidently mix secondary and tertiary colours.

Use hard and soft pencils.

Model and develop work through a combination of pinch, slab, and coil.


Build up drawings and images of whole or parts of items using various techniques, e.g. card blocks, collage printing, press print, overprinting




Understand colour relationships; those that are harmonious and complimentary.

Use a variety of drawing tools; crayons, felt-tips, charcoal and chalk, inks.

Demonstrate experience in the understanding of different ways of finishing work: glaze, paint, and polish.


Explore printing techniques used by various artists.

Know different types of paint and brushes and when to use them.

Draw using materials such as wire, wool, cotton buds and feathers.

Recognise sculptural forms in the environment: Furniture, buildings.


Look at ways of colouring or patterning material e.g. tie-dying, hot wax resist (batik)


Be familiar with different paper s and surfaces to paint on and be able to name them.

Recognise and develop the styles of drawing that suit them best.

Use sketchbooks to collect and record visual information from different sources. Use the sketchbook to plan how to join parts of the sculpture. Annotate work in sketchbook.



Use a wider variety of stitches to ‘draw’ with to develop pattern and texture in their work



Control the density of paint to make things appear lighter and further away or darker to appear closer when painting landscape.

Draw and shade 3D shapes.

Confidently carve a simple form.


Use a range of needles and threads


Know that 3D models should be prepared for painting.

Understand how shading changes with light sources.

Solve problems as they occur.

Create patterns for purpose.

Paint models with consideration of effects and details.

Know and apply basic perspective.



Paint from observation.

Use sketchbooks for pleasure, research, investigating and exploring media, developing ideas and self-expression.



Use paint to show textures and different surfaces.


Understand we all draw differently and drawing can take many forms.



Use tone, line, texture and colour to express mood and feeling.

Recognise when they have done well and where they need to improve.



Use sketchbooks to investigate painting techniques.

Produce accurate drawings of people.



Label investigations to embed learning.




Know and express which painting styles they prefer and why.





·         Children should not be too self-critical or compare their work to others. They should be able to fairly evaluate their own work and understand how to improve it.

·         Children should give and be prepared to receive constructive criticism from their peers.

·         Children should understand the importance of self-evaluation throughout the creative process and record this in their sketchbooks through labels and comments.

·         Children should use the appropriate language when discussing their own artwork and the artwork of others, see glossary for Key Stage 2.


·         Be introduced to a range of artists’ work for the pleasure of looking and looking for closer study.

·         Talk confidently about which styles they prefer and why they like them; these comments should be recorded in sketchbooks.

·         Know and use art terminology and be able to say how an artist has used materials to create mood and emotion.